lOMoAR cPSD| 63316909
Objective Assessment:
● Make sure you take the pre-assessment. The questions on the OA are very similar to the pre -Assessment. So,
Study it!
● Study the brain and all parts/functions.
● Study all the learning science principles
● Study Blooms Taxonomy
● Study all theories in the material from Erikson, Piaget, Vygotsky,
● Study the learning theories such as constructivism, behaviorism, cognitivism, etc.. ● Study all the myths
Performance Assessment:
Clearly write which learning science principle you are using and clearly write which instructional technique you would
use based on the scenario. I got mine sent back for review because I didn't clearly say what learning science principle
I was using. There are 10 learning science principles. The link for them are here.
SECTION 1 THE NEUROSCIENCE OF
LEARNING
S1:1 Welcome to your Brain
● Given a diagram of the human brain, can I identify the relevant parts of the brain?
● Can I articulate key principles of neuroscience in the context of learning?
● Can I refute common neuromyths by referencing concepts from neuroscience?
, lOMoAR cPSD| 63316909
Limbic - feelings (hippocampus - memory learning emotion)
Cerebellum - voluntary muscles
Cerebrum - conscious thoughts and actions and senses
Prefrontal Cortex - decision and control
Brain Stem - bodily functions
Social and emotional learning SEL -
Humanism - nurture well-being self-esteem and sense of belonging
S1:2 Principles of Learning Science
Science of learning - encode - process, store - retain , retrieve - access, feedback - receiving info
Executive function - metal skills that help us plan focus and remember
Research-based best practices impact classroom teaching by providing educators with evidence-based
strategies and practices to improve student learning
S1:3 Myths
1a Cramming is not good. harm cognitive function and memory, distributed practice
1b Multitasking can reduce the brainstem's ability to regulate basic physiological functions, limited
capacity 2 Cognitive rigidity/Tabula Rasa Cognitive styles vs learning styles and neurodiversity 3
neuroplasticity/growth mindset vs fixed mindset 4 brain isn’t computer
Neurodiversity and classroom behavior impact:
Emotional regulation - wild - provide patience and a calming space
Objective Assessment:
● Make sure you take the pre-assessment. The questions on the OA are very similar to the pre -Assessment. So,
Study it!
● Study the brain and all parts/functions.
● Study all the learning science principles
● Study Blooms Taxonomy
● Study all theories in the material from Erikson, Piaget, Vygotsky,
● Study the learning theories such as constructivism, behaviorism, cognitivism, etc.. ● Study all the myths
Performance Assessment:
Clearly write which learning science principle you are using and clearly write which instructional technique you would
use based on the scenario. I got mine sent back for review because I didn't clearly say what learning science principle
I was using. There are 10 learning science principles. The link for them are here.
SECTION 1 THE NEUROSCIENCE OF
LEARNING
S1:1 Welcome to your Brain
● Given a diagram of the human brain, can I identify the relevant parts of the brain?
● Can I articulate key principles of neuroscience in the context of learning?
● Can I refute common neuromyths by referencing concepts from neuroscience?
, lOMoAR cPSD| 63316909
Limbic - feelings (hippocampus - memory learning emotion)
Cerebellum - voluntary muscles
Cerebrum - conscious thoughts and actions and senses
Prefrontal Cortex - decision and control
Brain Stem - bodily functions
Social and emotional learning SEL -
Humanism - nurture well-being self-esteem and sense of belonging
S1:2 Principles of Learning Science
Science of learning - encode - process, store - retain , retrieve - access, feedback - receiving info
Executive function - metal skills that help us plan focus and remember
Research-based best practices impact classroom teaching by providing educators with evidence-based
strategies and practices to improve student learning
S1:3 Myths
1a Cramming is not good. harm cognitive function and memory, distributed practice
1b Multitasking can reduce the brainstem's ability to regulate basic physiological functions, limited
capacity 2 Cognitive rigidity/Tabula Rasa Cognitive styles vs learning styles and neurodiversity 3
neuroplasticity/growth mindset vs fixed mindset 4 brain isn’t computer
Neurodiversity and classroom behavior impact:
Emotional regulation - wild - provide patience and a calming space
